Academic Innovation Journal

Developing Digital Media Skills for Designing Real-Life Products Using the 5E of Inquiry-Based Learning Combined with Infographic Media for Grade 11 Students

Sawai Chumjai — 2026-08-17

This research aimed to 1) compare students' skills in using digital media to design real-life products against a 70% criterion, and 2) evaluate the satisfaction of the students with the learning management using the 5E of inquiry-based learning combined with infographic media. The sample consisted of 12 Grade 11 students (Class 5/1) from Nong Ngulueam Pittayakhom School, Chalerm Phra Kiat District, Nakhon Ratchasima Province, during the 2025 academic year. The research instruments included four lesson plans on Computer Science, Digital Media, and Information Technology in Daily Life using 5E of inquiry-based learning combined with infographic media; an assessment of students' digital media skills for designing real-life products; and a questionnaire on satisfaction with 5E of inquiry-based learning combined with infographic media for designing real-life products for grade 11 students. The statistical methods used were percentage, mean, standard deviation, and the One Sample t-test. The research results showed that: 1. The students achieved a mean score of 81.25% in digital literacy skills for designing real-life products, which was significantly higher than the 70% criterion at the .01 level and 2. The students' satisfaction with the 5E of inquiry-based learning combined with infographic media was at a high level ( = 4.49, S.D. = 0.12).

Applying Learning Engineering and Learning Analytics to Design Prototype Online Courses on a Lifelong Learning Platform: The LEAF-5 Framework

Chutrapee Popitikul — 2026-08-18

Thai universities have invested heavily in learning management systems, yet most online courses are still designed one at a time, with no shared template instructors can reuse. This article proposes LEAF-5, a component-based learning-engineering framework for prototype online courses on an institutional Lifelong Learning Platform. LEAF-5 integrates ADDIE with learning analytics. It organises five components (learning units, instructional media, learning activities, automated formative assessment, and learning analytics) into three layers: content, interaction, and data. The components are grounded in theories central to computing education: computational thinking, constructionism, cognitive load, constructive alignment, and self-regulated learning. A central design decision is that the framework runs only on standard tools the institution already owns, so adoption needs no special infrastructure; assessment is tied to objectives through constructive alignment, and analytics are treated as design feedback rather than causal proof of learning. The framework was empirically validated on the NRRU3L platform. This article abstracts the reusable design logic for other institutions.

The Concept of Using Art Criticism Activities in the Visual Arts Subject Group to Enhance Thinking Ability of Basic Education Learners

Thairoj Phoungmanee — 2026-08-31

This academic article aimed to study the use of art criticism activities in the visual arts subject group to enhance the cognitive potential of learners at the basic education level by implementing art instructional management, art criticism, and cognition as frameworks for content analysis. The findings revealed that art criticism was a concept proposed by scholars who believed that learning the value of artworks could be fostered through a four-step process: description, analysis, interpretation, and Evaluation. In implementing art criticism activities, considerations should be given to the learners' grade level, class time, and their readiness, with instructional strategies that teachers can use as guidelines for planning, including: 1) organizing visual discussions and multi-directional thinking, 2) managing learning that encourages reflective thinking through self-reflection, and 3) managing learning through simulated situations. These strategies were then employed to plan objectives, content, activities, teaching methods, instructional media, and assessment ultimately. The results showed that art criticism activities enhanced learners' cognitive potential.

Guidelines for a Holistic Education for Enhancing Technology Skills among Primary School Students: A Case Study in Ban Trangsawai School

Watchara Noisa-nguan — 2026-08-31

This article aims to identify a holistic education approach for enhancing technology skills among primary school students. It examines the concepts and theories of holistic education, the holistic education process in robotics instruction, and the outcomes of holistic education in enhancing technology skills among primary school students, using Ban Trangsawai School as a case study. The results from the synthesis of concepts and lessons learned from the case study indicate that the school can enhance primary school students’ technology skills through robotics instruction by implementing an eight-step process: (1) Teachers’ Continuous Professional Development, (2) Integration into Curriculum and Learning, (3) Enhancing Learning Experiences, (4) Building Networks and Mobilizing Resources, (5) Planning for Excellence, (6) Hands-on Practice and Participation in Competitions, (7) Reflection and Lessons Learned for Improvement, and (8) Knowledge Transfer from Seniors to Juniors. The outcomes of this approach demonstrate that primary school students developed higher levels of computer and technology skills. Both teachers and students received several championship awards at the national level. In addition, some students were able to gain admission to secondary schools through special talent pathways in robotics and computer technology. These outcomes demonstrate the development of technology skills that can provide a foundation for further learning and future careers in computer-related fields.